In this chapter, we build on our previous work investigating the intersections of Writing About Writing (WAW) pedagogies and the Multimajor Professional Writing (MMPW) course by sharing four case studies of MMPW instructors engaged in what we have called a WAWProfessional Writing, or WAW-PW, instructional approach. We find that multiple factors influence implementation of WAW-PW, including institution type, curricular situation, and instructor training. We argue that as a result of the high variability in pedagogical and institutional conditions surrounding MMPW instruction, scholars in the field of Writing Studies must weigh “weak” and “strong” definitions when consolidating what we mean by WAW-PW. At stake in the scope of a definition is the inclusivity of a diversity of institutional and curricular situations in which a WAW-PW approach can and does flourish.